Search Results (187)

Skyros Island, the largest island of the Sporades Complex (NW Aegean Sea, Greece), preserves a geologically diverse record spanning from the Upper Permian to the Quaternary, including crystalline and non-metamorphosed carbonate rocks, ophiolitic rocks and mélanges, medium-grade metamorphic units, rare Miocene volcanic rocks, and impressive fossil-bearing sediments and tufa deposits, together with historically significant quarry and mining landscapes. Through a comprehensive evaluation of the geological heritage of Skyros, this study proposes a transferable, results-based framework for geoconservation, geoeducation, and tourism space management within a geopark context. A systematic inventory of twenty (20) geosites, including six (6) flagship case studies, was established based on scientific value, dominant geodiversity type, risk of degradation, accessibility, educational and tourism potential. The assessment integrates the Scientific Value and Risk of Degradation criteria with complementary management and sustainability indicators. The results demonstrate consistently high scientific value across the selected geosites, with several reaching maximum or near-maximum scores due to their rarity, integrity, and reference character at a regional to international scale. Although some geosites exhibit elevated degradation risk, overall vulnerability is considered manageable through targeted conservation measures and spatially explicit visitor management. Based on the assessment results, a network of thematic georoutes was developed and evaluated using route-level indicators, including number of geosites, route length, educational potential, tourism suitability, accessibility, and contribution to responsible geotourism. The study demonstrates how integrated geosite and georoute assessment can support sustainable land management and confirms that Skyros Island meets key criteria for inclusion in the Hellenic Geoparks Network, providing a robust scientific basis for future UNESCO Global Geopark designation. Full article

Virtual Field Trips (VFTs) have emerged as an alternative to Traditional Field Trips (TFTs), addressing logistical, financial, and accessibility constraints in geoscience education. This study presents a comparative analysis of the educational impact of a VFT and a TFT implemented with the same 10th-grade class in a Portuguese secondary school. The VFT, focused on volcanism and its socioeconomic impacts, used Google Earth to explore the island of São Miguel in the Azores. The TFT, centred on the rock cycle, was conducted at the Lavadores Beach geological site. Both interventions followed the field-based learning model by Orion and were structured around three phases: preparation, field trip (virtual or traditional), and post-activity synthesis. Data was collected through diagnostic tests, schematization, observation grids, student reports (snapshot), group projects, and written responses to a fieldwork guide recorded on Padlet during the VFT and TFT. The results showed that both VFTs and TFTs enhance conceptual understanding and student engagement, though they foster different skills: VFTs strengthen digital literacy, improve accessibility and inclusion for students with mobility or geographic constraints, allow for content revisitation, foster collaboration among students, integrate multimedia resources, and enable virtual exploration of remote locations that would otherwise be inaccessible. They also offer reduced costs, greater scheduling flexibility, and allow for individualised pacing of student learning. In contrast, TFTs provide richer sensory and practical experiences that are essential for hands-on scientific inquiry and foster stronger connections with the natural environment. The study concludes that a complementary use of both strategies offers the most inclusive and effective approach to teaching geosciences. Full article

Nowadays, despite the advancements in several technological areas, the education process of various subjects shows minimal evolution from the approaches used in prior years. In light of these, some fields struggle to capture the student’s attention and motivation, in particular, when the subject addresses remote locations that students are unable to visit and relate to. Therefore, an opportunity exists to explore novel technologies for such scenarios. This work introduces an educational approach that integrates 3D Reconstruction, Virtual Reality (VR), and a Large Display to enrich Geoscience learning at the university level. In this teacher-centric approach, manipulation of virtual replicas of real-world geological sites can be performed, creating an immersive yet asymmetric collaborative environment for students in the classroom. The teacher’s VR interactions are mirrored on a large display, enabling clear demonstrations of complex concepts. This allows students, who cannot physically visit these locations, to explore and understand the sites more deeply. To evaluate the effectiveness of this approach, a user study was conducted with 20 participants from Geoscience and Computer Science disciplines, comparing the VR-based method with a conventional approach. Analysis of the collected data suggests that, across multiple relevant dimensions, participants generally favored the VR condition, highlighting its potential for enhancing engagement and comprehension. Full article

The Shunku Rumi Geosite, located within the Napo Sumaco UNESCO Global Geopark in Ecuador, offers an exceptional opportunity to explore the igneous geodiversity of the Abitagua Batholith. This study employs an integrative approach combining petrographic, geochemical, and structural analyses to characterize the site’s lithological diversity, mineral assemblages, and emplacement mechanisms. Detailed fieldwork at a 1:3000 scale included geological mapping, 23 intrusive rock samples, and over 100 structural measurements. Laboratory techniques, such as X-ray fluorescence (XRF), X-ray diffraction (XRD), and thin-section petrography, revealed a wide range of mineral phases, with dominant minerals including quartz, plagioclase, biotite, and amphibole. The petrographic and geochemical dataset is consistent with a calc-alkaline affinity, reflecting subduction-related magmatism. Alteration zones, predominantly propylitic, were identified through secondary minerals like epidote, chlorite, and sericite, signaling late-stage hydrothermal processes. Structural analysis shows NE–SW dyke emplacement was controlled by pre-existing fault systems. The study emphasizes the educational and geotourism potential of Shunku Rumi, with its accessible exposures offering a unique platform for geoeducation. These results also underpin the development of field-based learning materials and practitioner guides within the geopark, linking geological processes to local cultural heritage and promoting sustainable development. The findings contribute to the growing efforts to integrate scientific research with community engagement, fostering a deeper understanding of Earth’s dynamic systems within the context of the Amazonian landscape. Full article

Gemstone samples, as objects of study in gemology, carry rich geological information and cultural value, playing an irreplaceable role in teaching, research, and public science communication. In the current age of big data, machine learning and artificial intelligence techniques based on gemstone databases have emerged as a cutting-edge area of gemology. However, traditional gemstone databases have three major limitations: an absence of standardized data schemas, incomplete core datasets (e.g., records of synthetic and treated gemstones and inclusion characteristics), and poor data interoperability. These deficiencies hinder the application of advanced technologies, such as machine learning (ML) and AI techniques. This paper reviews gemstone data and applications, as well as existing gem-related sample databases, and proposes a framework for a new gemstone database based on standardization (FAIR principles), integration (blockchain technology), and dynamism (real-time updates). This framework could transform the gemstone industry, shifting it from “experience-driven” to “data-driven” practices. Powered by big data technology, this novel database will revolutionize gemological research, jewelry authentication, market transactions, and educational outreach, fostering innovation in academic research and practical applications. Full article

The digitization of geological heritage is essential for geoconservation, research, and education, yet traditional 3D methods like photogrammetry struggle to accurately capture specimens with complex optical properties. This paper evaluates 3D Gaussian Splatting (3DGS) as a high-fidelity alternative. This study presents a multi-scale comparative study, digitizing landscape-scale outcrops with UAVs, architectural-scale museum interiors with smartphones, and specimen-level minerals with complex lusters and transparency. The results demonstrate that 3DGS provides unprecedented realism, successfully capturing view-dependent phenomena such as the labradorescence of feldspar and the translucency of fluorite, which are poorly represented by photogrammetric textured meshes. Furthermore, the 3DGS workflow is significantly faster and eliminates the need for manual post-processing and texture painting. By enabling the creation of authentic digital twins and immersive virtual tours, 3DGS represents a transformative technology for the field. It offers powerful new avenues for enhancing public engagement and creating accessible, high-fidelity digital archives for geoeducation and geotourism. Full article

The Lunayyir Volcanic Field (Harrat Lunayyir), located on the western boundary of the Arabian Microplate, comprises a Quaternary volcanic region featuring approximately 150 volcanoes formed from around 700 vents. In 2009, a significant volcano-seismic event occurred, resulting in the formation of a nearly 20 km long fissure. Geophysical modeling has demonstrated that this area lies above an eruptible magma system, unequivocally confirming ongoing volcanic activity. Recent geological mapping and age determinations have further established the field as a young Quaternary volcanic landscape. Notably, the 2009 event provided critical evidence of the region’s volcanic activity and underscored the potential to connect its volcanic geoheritage with hazard mitigation strategies. The volcanic field displays diverse features, including effusive eruptions—primarily pāhoehoe and ‘a‘ā lava flows—and explosive structures such as spatter ramparts and multi-crater scoria cones. While effusive eruptions are most common and exert long-term impacts, explosive eruptions tend to be less intense; however, some events have reached a Volcanic Explosivity Index (VEI) of 4, distributing ash up to 250 km. Recognizing the geoheritage and geodiversity of the area may enhance resilience to volcanic hazards through geoconservation, educational initiatives, managed visitation, and establishment of a geoheritage reserve to preserve site conditions. Hazards associated with this dispersed monogenetic volcanic field manifest with recurrence intervals ranging from centuries to millennia, presenting challenges for effective communication. Although eruptions are infrequent, they have the potential to impact regional infrastructure. Documentation of volcanic geoheritage supports hazard communication efforts. Within the northern development sector, 26 geosites have been identified, 22 of which pertain to the Quaternary basaltic volcanic field, each representing a specific hazard and contributing vital information for resilience planning. Full article

The aim of this study is to analyze the representation of geological, mining, processing, and environmental processes in platform Minecraft. Based on a methodological comparison of in-platform mechanics with technological and geoscientific procedures, the article assesses the degree of accuracy, simplification, and didactic applicability of individual processes related to the extraction and use of mineral resources. The analysis is structured into seven main thematic areas covering the entire resource value chain—from geological exploration through mining, ore beneficiation and processing, to quantitative indicators (e.g., waste-to-ore ratio), fluid resources, and environmental impacts. Special attention is given to the potential of modifications that significantly enhance the complexity and accuracy of simulated processes. The results show that Minecraft, enriched with thematic mods, can serve as an accessible and flexible tool for the popularization and education of industrial and geoscientific processes, while engaging a wide range of audiences. Full article

The purpose of this research is to investigate the misconceptions related to geological concepts among Secondary Education students in the region of Achaia, Greece. The study focuses on both Lower Secondary Education (Gymnasium, grades 7–9) and Upper Secondary Education, including General and Vocational Education (grades 10–12). Previous research has shown that students entering Lower Secondary Education or High School often possess several misconceptions about geological concepts. These misconceptions result in a fragmented or incorrect understanding, which may arise from intuitive perceptions of how the natural world evolves that are incorrect, or from stereotypes and assumptions acquired from the family environment or inadequacies in the school curriculum. Despite teachers’ efforts to clarify these concepts, a significant percentage of students continue to hold misconceptions, mainly related to minerals and rocks. A total of 1065 secondary students completed an online closed-ended questionnaire that was designed and validated based on previous research findings to highlight their misconceptions. This study results showed a clear differentiation between students from urban and rural areas, while demographic characteristics (such as gender, age, parents’ occupation, and parents’ marital status) did not appear to play a significant role. In addition, the responses to specific sets of questions varied depending on the student’s grade level. Identifying students’ misconceptions can support the development of appropriate educational tools and/or inform targeted interventions that aim to clarify these concepts and correct any incorrect assumptions. Full article

This study employs a sequential mediation model to investigate the cognitive mechanisms linking Earth science education to sustainable behavior. Grounded in construal level theory and temporal cognition research, we hypothesize that geological time perception mediates the relationship between Earth science education and temporal construal level, which in turn affects sustainable behavior. Structural equation modeling, based on data from 280 participants, validated the proposed model. It confirmed geological time perception as a second-order construct with four dimensions: time span perception, understanding of geological processes, time depth perception, and continuity of geological change. The results indicated significant indirect pathways. Earth science education influenced the temporal construal level via geological time perception (β = 0.325), and the temporal construal level mediated the relationship between geological time perception and sustainable behavior (β = 0.306). The sequential mediation path (β = 0.215) suggests that Earth science education promotes sustainable behavior by recalibrating temporal cognition and construal processes. This finding illuminates how educational interventions can address the temporal asymmetry in environmental decision-making by developing specific cognitive capacities rather than simply imparting knowledge. Full article

The rock cycle, a cornerstone of geosciences, describes rock formation and transformation on Earth. However, this Earth-centric view overlooks the broader history of rock evolution across the cosmos, with two fundamental limitations: (i) Earth-centric paradigms that ignore extraterrestrial lithogenesis, excluding cosmically significant rocks and processes, and (ii) disciplinary fragmentation between geological and astrophysical sciences, from the micro- to the macroscale. This review proposes an extension of the rock cycle concept to a cosmic scale, exploring the origin of rocks and their evolution from interstellar space, through the aggregation of solid materials in protoplanetary disks, and their subsequent evolution on planetary bodies. Through systematic analysis of igneous, metamorphic, and sedimentary processes occurring beyond Earth, we identify four major domains in which distinct dynamics govern the rock cycle, each reworking rocks with domain-specific characteristics: (1) stellar and nebular dynamics, (2) protoplanetary disk dynamics, (3) asteroidal dynamics, and (4) planetary dynamics. Here we propose the cosmic rock cycle as a new epistemic tool that could transform interdisciplinary research and geoscience education. This perspective reveals Earth’s rock cycle as a rare and invaluable subset of rock genesis in the cosmos. Full article

The lithological record of past climates and climate changes reveals significant potential in enhancing education and understanding of global climate changes and their impacts on contemporary societies. A relatively young geological record of Pleistocene cooling and glaciations serves as one of the most useful geo-educational tools. The present study encompasses a comprehensive review of ongoing efforts to assess and communicate the glacial geoheritage of the Pleistocene, with a detailed case study of Poland. A literature review is conducted to evaluate the extent of scientific work on inventorying and communicating the geodiversity of Pleistocene glacial and periglacial environments globally. The study demonstrates a steady increase in the number of scientific contributions focused on the evaluation and promotion of Pleistocene geoheritage, with a notable transition from the description of geosites to the establishment of geoconservation practices and educational strategies. The relative complexity of the palaeoclimatic record and the presence of glacial geodiversity features across extensive areas indicate that effective scientific communication of climate changes requires careful selection of a limited number of geodiversity elements and sediment types. In this context, the use of glacial erratic boulders and rock gardens for promotion of Pleistocene glacial geoheritage is advocated, and the significance of educational initiatives for local communities and the preservation of geocultural heritage is outlined in detail. Full article

Volcanic islands host exceptional geological features that illustrate complex endogenic processes and interactions with climatic and marine forces, while also being particularly vulnerable to the impacts of climate change. Despite their scientific, educational, touristic, and aesthetic values, such islands remain underrepresented within the UNESCO Global Geoparks (UGGp). This study reviews current volcanic island geoparks and evaluates territories with potential for future designation, based on documented geoheritage, geosite inventories, and geoconservation frameworks. Geoparks are categorized according to their dominant narratives—ranging from recent Quaternary volcanism to broader tectonic, sedimentary, and metamorphic histories. Through an analysis of their distribution, management strategies, and integration into territorial planning, this work highlights the challenges that insular territories face, including vulnerability to global environmental change, limited legal protection, and structural inequalities in access to international resources recognition. It concludes that volcanic island geoparks represent strategic platforms for implementing sustainable development models, especially in ecologically and socially fragile contexts. Enhancing their global representation will require targeted efforts in ecologically and socially fragile contexts. Enhancing their global representation will require targeted efforts in capacity building, funding access, and regional cooperation—particularly across the Global South. Full article

The increasing integration of 3D technologies and machine learning is fundamentally reshaping mineral sciences and cultural heritage, establishing the foundation for an emerging “Mineralogy 4.0” framework. However, public engagement with digital 3D collections is often limited by complex or costly interfaces, such as VR/AR systems and traditional touchscreen kiosks, creating a clear need for more intuitive, accessible, and more engaging and inclusive solutions. This paper presents PETRA, an open-source, gesture-controlled system for exploring 3D rocks and minerals. Developed in the TouchDesigner environment, PETRA utilizes a standard webcam and the MediaPipe framework to translate natural hand movements into real-time manipulation of digital specimens, requiring no specialized hardware. The system provides a customizable, node-based framework for creating touchless, interactive exhibits. Successfully evaluated during a “Long Night of Museums” public event with 550 visitors, direct qualitative observations confirmed high user engagement, rapid instruction-free learnability across diverse age groups, and robust system stability in a continuous-use setting. As a practical case study, PETRA demonstrates that low-cost, webcam-based gesture control is a viable solution for creating accessible and immersive learning experiences. This work offers a significant contribution to the fields of digital mineralogy, human–machine interaction, and cultural heritage by providing a hygienic, scalable, and socially engaging method for interacting with geological collections. This research confirms that as digital archives grow, the development of human-centered interfaces is paramount in unlocking their full scientific and educational potential. Full article

Tinos Island, part of the Cyclades Complex in the central Aegean Sea, represents a distinctive case of geocultural heritage where geological formations and cultural identity intersect. This study evaluates the geoeducational and geotouristic potential of Tinos’ geosites using GEOAM methodology, which assesses their scientific, educational, and conservation value. Six geosites are examined to explore their geoeducational potential, including prominent locations such as the Tafoni formations and the Exombourgo granite massif. The findings highlight the significance of these sites, while also identifying challenges related to infrastructure, stakeholder engagement, and sustainable management. By integrating geoethics into geotourism practices, Tinos can adopt a balanced approach that enhances environmental conservation alongside community-driven economic benefits. The study underscores the need for collaborative initiatives to optimize the island’s geoheritage for education and tourism, ensuring its long-term preservation. Geotourism, when responsibly implemented, has the potential to strengthen local identity while advancing sustainable tourism development. Full article